In an effort to better support adult and refugee English language learners, this paper aims to focus on understanding the needs and experiences of one specific group, that is, refugee and asylum seeker healthcare professionals (RASHPs), based in the United Kingdom. RASHPs tend to be highly educated and experienced learners. One of their main objectives is to acquire high levels of English language proficiency and possibly return to clinical practice in their new host country. The data for the study come from an online survey that was completed by 106 respondents, followed by interviews conducted with three nurses and nine doctors. Additionally, two language test preparation teachers were also interviewed. The findings show that RASHPs represent a very diverse group of learners, with a range of linguistic backgrounds, age groups, and proficiency levels. Results further reveal that RASHPs often face a range of situational, technological and psycho-social barriers that may prevent them from fully engaging with their English language and test preparation classes. The study concludes with a series of classroom and policy-level recommendations that could help ensure better outcomes for refugee and asylum seeker learners. © 2024 The Author(s). TESOL Quarterly published by Wiley Periodicals LLC on behalf of TESOL International Association.

DOI: 10.1002/tesq.3356
ISSN: 00398322